학생들의 탐구 학습을 돕기 위한 교사의 과학적 개념 설명 방식: 초등학교 5, 6학년 지구과학 영역을 중심으로

서예원 ( Ye Won Suh ),고현덕 ( Hyeon Duk Kho ),박경원 ( Kyeong Won Park ) 한국초등과학교육학회 2009 초등과학교육 Vol.28 No.2

한국과 미국의 초등 과학 교육과정 지구영역의 학년 간 내용 연계성 분석 연구

서예원 ( Ye Won Suh ) 한국초등과학교육학회 2008 초등과학교육 Vol.27 No.4

도심지역 초등 교사의 과학 교수에 있어서 교과교육학적 지식의 특성: 교과 지식, 교육학 지식, 상황적 지식에 관한 탐구

서예원 ( Ye Won Suh ) 한국초등교육학회 2006 초등교육연구 Vol.19 No.2

본 연구의 목적은 도심지역에서 사회문화적으로 다양한 학습자에게 과학을 가르치기 위한 교사의 교과교육학 지식의 특성을 탐구하는 것이다. 연구를 위해 교과교육학 지식은 교과 지식, 교육학 지식, 상황적 지식이 변형된 것으로서 특정한 교육상황에서 학습자에게 가장 적합한 학습 경험을 제공해 줄 수 있는 지식으로 개념화하였다. 연구방법으로는 사례연구를 이용하였으며, 저소득층 소수인종 아동들이 대다수인 뉴욕시공립 초등학교 1학년 교사의 참여하에 `동물` 단원을 가르치기 위한 세 가지 영역의 지식이 조사되었다. 자료는 인터뷰를 통해 수집되었으며 수업계획안과 같은 문서자료도 첨가되었다. 분석 결과, 교사의 세 가지 지식은 교과교육학 지식의 구성요소로서 서로 밀접하게 관련되어 있었다. 이 중 특히, 교육구 및 학교의 정책, 도시 아동들의 다양한 사회문화적 배경 등을 포함한 상황적 지식은 교과교육학 지식을 형성하는 매우 중요한 요소인 것으로 드러났다. 상황적 지식은 구체적으로 교사가 학습자의 요구와 교육상황적 한계를 조정하고자 할 때 `무엇을` `어떻게` 가르치는 가에 관한 선택과 지원에 중요한 역할을 담당하는 것으로 나타났다. 이와같은 본 연구의 결과는 상황적 지식이 교과교육학 지식의 구성요소로서 필수적이며 이를 바탕으로 특정한 교육상황에 있는 학습자들에게 보다 의미있고 적절한 교수를 할 수 있음을 시사한다. The purpose of the study is to explore the characteristics of Pedagogical Content Knowledge(PCK) in teaching science for socioculturally diverse students in urban areas. In this study, PCK is conceptualized as transformed knowledge of subject matter, pedagogy, and context, which makes subject learning suitable for students in particular settings. A case study method was adopted with the participation of a 1st grade teacher, who teaches at a public school in New York City where students are racial minorities and economically disadvantaged. In order to investigate the characteristics of PCK in urban educational settings, this study examined the teacher`s existing knowledge base of PCK in terms of three knowledge domains, before teaching a specific science topic, `animal.` Data was collected through interview, documentation, and other physical artifacts. Analysis of data indicates that the teacher`s three knowledge domains are dynamically interrelated as components of PCK. Particularly, it illustrates that her contextual knowledge, such as the school and district policies and urban students`diverse sociocultural backgrounds, is a crucial factor that shapes PCK. As the teacher linked different domains of knowledge together to meet the learners` needs and environmental constraints, contextual knowledge played an important role for her in identifying possible choices and support regarding `what and how to teach` the topic. The findings imply that science instruction can be more feasible in meeting the demands of particular groups of students if teachers made an effort to become knowledgeable about their own teaching context and utilize it in constructing their PCK

팬데믹 이후 대학무용교육의 변화

서예원 ( Suh Ye-won ) 한국무용예술학회 2021 무용예술학연구 Vol.84 No.4

The purpose of this study is to suggest the direction of future college dance education by exploring the shape of future education following the social change after the pandemic and examining the current status of college dance education for dance education leaders. Based on the reflections and efforts of the college dance leaders revealed in the above interview, the following five core competencies required for college dance education are presented in terms of future education. Hybrid (blended) ability to teach online and offline using edutech, high-touch-high-tech competency that educates using artificial intelligence and creative education based on it, digital literacy competency, teacher competency as a facilitator, creative teaching skills. This is in line with the directions of individuality and diversity, digital-based education, space-time transcendence, convergence and creativity, etc., which are pursued in future education.

지역사회 주민을 위한 SOMA 힐링 프로그램 개발 및 적용

서예원(Suh, Ye-Won) 한국초등체육학회 2021 한국초등체육학회지 Vol.27 No.2

본 연구는 지역사회 주민들의 건강과 여가, 교육에 대한 욕구를 충족하고 지역사회 주민과 대학의 공동체 문화를형성하고자 하는 데 그 목적이 있다. 이를 위해‘지역사회 주민을 위한 SOMA 힐링 프로그램’을 설계, 개발하였으며, 현장 적용과 평가의 단계를 거쳤다. 프로그램 설계에서는 소매틱스 방법론과 아르헨티나 탱고의 원리를 탐색하고, 이를 바탕으로 프로그램 목표와 내용이 제시되었다. 개발된 프로그램은 10회에 걸쳐 지역사회 주민들을 대상으로 적용되었다. 프로그램에 대한 평가는 설문지와 인터뷰를 통해 이루어졌다. 인터뷰를 통해 나타난 프로그램의 효과는 신체적·정신적 이완, 몰입으로 인한 행복감, 신체적·정신적 문제 해결, 친목과 사교 등이다. 이것은 본 프로그램이 소매틱스방법론을 적용해서 춤을 추는 방식으로, 신체와 정신을 통합적으로 개발하는 소매틱스 원리의 긍정적 효과로 인한것으로 해석할 수 있다. 또한 아르헨티나 탱고의 접촉, 연결, 상호소통과 같은 원리들은 현대인의 심리적 문제들을해결하는 데 도움이 되었음을 알 수 있다. 그러므로 본 연구에서 개발한 ‘SOMA 힐링 프로그램’은 지역사회 주민의신체적, 정신적 문제를 해결하고 자신을 발견하고 행복감과 삶의 활력 등 긍정적인 효과를 주었을 뿐 아니라 문화공동체로서 학교와 지역사회의 연결매체가 되었음을 확인할 수 있다. The purpose of this study is to satisfy the health, leisure, and education needs of local residents, andto form a community culture of local residents and universities. To this end, the ʻSOMA Healing Programfor Local Community Residentsʼ was designed and developed and went through the stages of fieldapplication and evaluation. In the program design, the Somatics methodology and the principles ofArgentine Tango were explored, and the program goals and contents were presented based on this. Thedeveloped program was applied to the residents of the local community 10 times. The evaluation of the program was made through questionnaires and interviews. The effects of theprogram shown through the interview include physical and mental relaxation, a sense of happiness fromimmersion, solving physical and mental problems, and communion and socializing. This can be interpretedas due to the positive effect of the somatic principle, which develops the body and mind in a way thatthis program dances by applying the somatic methodology. In addition, the principles of Argentine Tangosuch as contact, connection, and communication could have been helpful in solving the psychologicalproblems of people. Therefore, the SOMA Healing Program not only solved the physical and mentalproblems of local residents, found themselves, gave positive effects such as happiness and vitality of life,but also served as a connecting medium between school and local community as a cultural community.

한국과 미국의 초등학교 과학 교과서 비교 연구 : 3학년 물질 영역의 과학적 개념 및 탐구 과정을 중심으로 Focusing on 3rd Grade Scientific Concepts and Inquiry Process in “Matter” Units

서예원 ( Ye Won Suh ) 한국초등과학교육학회 2007 초등과학교육 Vol.26 No.5

미술관, 박물관의 신체표현 중심 통합 예술교육 프로그램 탐색

서예원 ( Suh Ye-won ) 한국무용예술학회 2017 무용예술학연구 Vol.64 No.2

The purpose of this study was to investigate integrated artistic education programs of the Gallery and Museum focused on dance for children and develop a integrated dance education program. This program was developed for Cheongju Early Printing Museum. It was characterized as a community museum and developed as a five-unit program for elementary school students. The purpose was to cultivate imagination, creativity and artistic sensitive faculty through appreciating the exhibited works and expressing the impression.

수업컨설팅을 통한 초등학교 표현활동 수업방법론 연구

서예원 ( Ye Won Suh ) 한국무용교육학회 2007 韓國舞踊敎育學會誌 Vol.18 No.2

대학 교양무용 교육과정 요구 및 실태조사

서예원(Suh Ye Won) 한국체육교육학회 1998 한국체육교육학회지 Vol.3 No.1

Dance has progressed with human history. As modem society more diversified, the social and educational value of dance has been growing substantially enough to require a new paradigm of dance education attracting broader participation of the public than a limited number of professionals. This trend of dance keeps pace with the general trend of art and education facing the increasing interests and needs of the times. Focusing on the liberal dance education among various levels of dance education, this study attempts first to clarify the direction, the purpose, contents, and methods of the liberal dance education, and second, more importantly, to develop a new ideal curriculum. Chapter II traces the ideas and the purposes of the liberal education as well as the educational significance of the liberal dance education. The present situation and the problems of dance education at several universities in Korea are also provided. Chapter III reviews various topics of `dance as a discipline.` Specifically, the midway model of dance of arts by Smith-Autard (1994) is extensively investigated to obtain a theoretical and philosophical basis of the new curriculum of the liberal dance education. In Chapter IV, based on the result of the survey, what faculties and students actually need in the curriculum of the liberal dance education is analyzed in depth. On the ground of the literatures and the survey investigated so far, Chapter V discusses what principles and features should be added to the new curriculum. In Chapter VI, as the result of this study, provided is an ideal model of the curriculum of the liberal dance education, whose main features are summarized as follows: 1. The curriculum should first materialize the idea and the value of the liberal education; second combine theory and practice; third meet the needs of faculties and students; and finally stand on the basis of the principle of the midway model which synthesizes the educational model and the professional model. 2. The curriculum model pursues an artistic, aesthetic, and cultural education. The curriculum is artistic in the sense that it emphasizes creative expressions using movements as its media; aesthetic in the sense that it awakens students` aesthetic inner feelings by training them to realize the aesthetic characteristics of dance, i.e., sensibility, expressiveness, and formality; cultural in the sense that it helps students to deepen the understanding of cultures and societies. 3. Self-enlightenment, understanding others, social perception, and scientific research are the goals of the curriculum. In accordance with the goals, the liberal dance education aims creative thinking and developmental movement; understanding various cultural values; understanding transmission and change of cultures; and developing the ability to appreciate dance works. 4. The curriculum consists of Composition, Performance, Appreciation and Inquiry, which are the outcomes of creating dance, performing dance, viewing dance (closely rellating to observation, reflection, description, analysis, interpretation, and appraisal) and dance inquiry, respectively. Creating dance implies not only mere dance making but also creative activities and creative learning processes. Performing dance refers body skills including specific techniques and formalized movements. Viewing dance comprehends watching dance works as well as interpreting and criticizing them. Dance inquiry covers all the related subjects to understand more of dance such as history, criticism, aesthetics, folklore, anthropology, etc. The practice courses (e.g., `Creative dance`, `Korean folk dance`, `Jazz dance`) and the theory courses (e.g., `Understanding dance`, `Appreciation and interpretation of dance`, `Dance and cultures`) should be provided as core courses. Each course has an individual goal and proper contents to accomplish the goal. 5. The methodological principle of the curriculum contains emphases on both process an

아카이브를 활용한 초등무용수업 탐색

서예원 ( Ye Won Suh ) 한국무용기록학회 2013 무용역사기록학 Vol.31 No.-

본 연구는 공교육에서의 무용아카이브의 필요성과 아카이브를 활용한 무용교육 사례를 살펴보고, 교육기준에 적합한 아카이브활용 무용교육방법을 제시함으로써, 무용아카이브를 활용한 교육가능성을 탐색하고 제시하는 데 그 목적이 있다. 아카이브를 활용한 무용교육사례로서 오타드의``리소스 활용 교육법(Resource-Based Teaching)``과``비평적 감상과 창의적 표현을 통합한 춤교육 프로그램``을 살펴보았다. 두 사례 모두 무용교수의 가장 중요한 접근법으로서 리소스에 바탕을 둔 교수법을 제안하고 있다. 아카이브 활용 무용교육방법은 최승희의 춤기록을 활용한 초등무용수업을 통해 구체화하였다. 주제는 2007개정 교육과정에서 초등 5학년 무용교육과정의``민속표현``영역으로 정하였고, 국가수준의 교육과정과 문화예술교육표준에 의거해서 영역과 기대수준을 제시하였다. 이에 따라 실행과제, 창작과제, 감상과제, 소통과제들이 제시되었고, 각 과제별 아카이브 활용 방법들이 제시되었다. 또한 초등학교 5학년 대상 실제 무용수업 지도안을 제시하였다. This paper examines the needs of dance a chive and examples of dance education through a chives and shows dance education methods through a chives. By doing so, this paper aims to explore and show possibilities of education through dance a chives. As the examples of dance education through a chives, ``Resource-Based Teaching`` by Smith Autard and ``the construction and effects of a dance education program for young children integrating critical appreciation with creative expression`` were searched. These examples suggest the method based on ``Resource-Based Teaching``. These are focused on popular dance works as a reference for teaching and learning in dance education. The dance education method through a chives was intended applying to those standards and spheres. The main subject-fork expression was determined in 2007 National Curriculum of dance and the sphere and standards were suggested in Art education standard. Following this, performing subjects, creating subjects, appreciation subjects and communication subjects were suggested, and each methods of archive application. And the example of dance education was suggested.